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DOMESTIC SCIENCE 



Let me suggest that every housewife who practices strict economy 
puts herself in the ranks of those who serve the nation. This is the time 
for America to correct her unpardonable fault of wastefulness and extrava- 
gance. Let every man and woman assume the duty of careful provident 
use and expenditure as a public duty, as a dictate of patriotism which no 
one can now expect ever to be excused or forgiven for ignoring. (Procla- 
mation of April 15, 1917.) President Wilson. 

The work in domestic science is given in the belief that every girl 
should have before her the highest ideals of home life and the great 
social service it has always rendered. It is hoped that she will gain a 
comprehension of the principles of home-making and the ability to put 
them into successful operation. In the present crisis in our country's 
liistory the knowledge of management and economy in the home means 
for the girl service to the nation. 

The course in domestic science covers two years in the high school. 
The work in foods of the first year leads naturally to the broader prob- 
lems of the home which form the basis for the second year's work. In 
the first year of her work the girl deals with one of the big problems 
of the present day, that of economy in the home. She studies the selec- 
tion and purchasing of foods from the standpoint of expenditure ; she 
visits markets and related industries ; she prepares and serves suitable 
meals as a foundation for her work in food values ; she performs prac- 
tical experiments in food cookery and keeps a careful record of them. 
Eight habits of work and the importance of sanitation are especially 
stressed. 

The proclamation by the president, given at the beginning of this 
article, forms the basis for all the problems of this year. 

The following shows these problems and the opportunities for 
vitalizing the work: 

Problem I. — What can I learn about the preservation of food this fall 
which will help in the campaign for preventing waste? Lessons 
in canning and preserving fruits and vegetables. 

Opportunities tor Vitalizing Work — 

(a) Sending products to the Red Cross. 

(b) Taking products to families in need. 

(c) "County Fair" and other food sales, the profits going to some de- 

serving charity. 

(d) Using products of class work for school luncheons, parties, etc. 

14S 



146 Francis W. Pakkek School 

Problem II. — What can I learn this winter about preparing and serv- 
ing meals so that I can really help "to practice strict economy ?" 

(a) What must I know of the sanitation of foods if I am to do my 

share in keeping everyone in good health? 
(b). How can I buy foods and be sure that they are the best and yet 

the most economical? 

(c) What ought I to know of food values to be sure that I am supply- 

ing the nourishment that the body needs? 

(d) What must I know of the preparation and cooking of foods to be 

sure that I am obtaining the best from them? 

(e) What ought I to know about serving meals so that they will be 

simple and pleasing? 

(f) If the table is to be attractive, I ought to know about laundering 

linens. What can I learn of this? 
Opportunities for Vitalizing the Work — 

(a) Serve meals for special groups of teachers or pupils in the school. 

(b) Serve the parents a luncheon during the year. 

(c) Co-operation in the home. 

Problem^ III. — My mother is very busy with Eed Cross work. What 
can I learn about the care of the baby that will make it possible 
for me to take charge when necessary? Lessons in bathing the 
baby and in the care of the baby's bottle. 

Opportunities for Vitalizing the Work — 

(a) Co-operation with day nurseries and settlements. 

(b) Co-operation wherever possible in the home. 

Problem IV. — Nurses are being called away every day. What can I 
learn of the ordinary care of the sick in the home that will make 
me feel that I am doing my share at this time? Lessons on 
preparation of invalid's tray and the care of the sick-room. 

Opportunities for Vitalizing the Work — 

(a) Co-operation with a hospital or institution. 

(b) Co-operation with Red Cross work. 

(c) Co-operation in the home. 

The second year's work has been taken up only by a limited num- 
ber of girls during one year. This course was given before the prob- 
lem method had been so thoroughly worked out and for this reason, 
merely the larger problems are indicated. These are varied in nature 
and are selected as they seem suited to the needs of the class. They 
include not only the application to the home of such scientific prin- 
ciples as heating, lighting, and ventilation, but also an appreciation of 
household furnishing and decoration. In the second half of this year 
the class studies simple problems in dietetics and meal-planning, and 
each one works out a budget for her own family.